Reality–Theoretical Models–Mathematics: A Ternary Perspective on Physics Lessons in Upper-Secondary School

Hansson, Lena; Hansson, Örjan; Juter, Kristina; Redfors, Andreas

doi:10.1007/s11191-015-9750-1

Cited by 21 publications

(23 citation statements)

References 25 publications

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“…Sci-Label sensemaking refers to connecting variables in mathematical equations with characteristics of objects or processes within the scientific phenomena. These characteristics could refer to quantifiable aspects of specific objects in the phenomenon (e.g., number of sperm types, mass) or they could refer to a quantity that characterizes a process within the phenomenon (e.g., time, temperature, force) (Becker et al, 2017;Becker & Towns, 2012;Bing & Redish, 2007;Geyer & Kuske-Janßen, 2019;Hansson, Hansson, Juter, & Redfors, 2015;Hu & Rebello, 2013;Izsák, 2004;Kuo et al, 2013;Lehavi et al, 2017;Pietrocola, 2009;Quale, 2011;Redish, 2017;Redish & Kuo, 2015;Rodriguez et al, 2019;Schuchardt, 2016;Schuchardt & Schunn, 2016; Svoboda & Passmore,…”

Section: Sci-label Sensemakingmentioning

confidence: 99%

“…Sci-Label Connects variables or operators in mathematical equations to quantifiable characteristics of objects or processes in the scientific phenomenon, i.e., the definition or scientific meaning of the variable (e.g., m = mass) Hansson et al, 2015;Hestenes, 2010;Izsák, 2004;Kuo et al, 2013;Quale, 2011;Redish & Kuo, 2015…”

Section: Science Sensemakingmentioning

confidence: 99%

“…Emphasizes the predetermined steps or algorithms for problemsolving Hiebert & Lefevre, 1986;Hansson et al, 2015;Peled & Segalis, 2005 Math-Rule Focuses on generalizable statements that guide calculation (e.g., the probability of two events occurring simultaneously is equal to the product of the individual probabilities)…”

Section: Math-proceduresmentioning

confidence: 99%

“…Similarly, during instruction of mathematical equations in science, the first step is often defining the variables in the equation (Hansson et al, 2015;Lehavi et al, 2017;Schuchardt, 2016;Schuchardt & Schunn, 2016). In their study on the role of mathematics in physics lessons in upper-secondary school, Hansson et al (2015) presented a description of a lecture on electric fields. The physics teacher introduced the equation F = EQ with "F is the force that the electron senses in the electric field" before proceeding to manipulate the equation (Hansson et al, 2015, p. 628).…”

Section: Math-conceptmentioning

confidence: 99%

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Development of the Sci-math Sensemaking Framework: categorizing sensemaking of mathematical equations in science

Zhao

Schuchardt

2021

IJ STEM Ed

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Scientific ideas are often expressed as mathematical equations. Understanding the ideas contained within these equations requires making sense of both the embedded mathematics knowledge and scientific knowledge. Students who can engage in this type of blended sensemaking are more successful at solving novel or more complex problems with these equations. However, students often tend to rely on algorithmic/procedural approaches and struggle to make sense of the underlying science. This deficit may partly be the fault of instruction that focuses on superficial connections with the science and mathematics knowledge such as defining variables in the equation and demonstrating step-by-step procedures for solving problems. Research into the types of sensemaking of mathematical equations in science contexts is hindered by the absence of a shared framework. Therefore, a review of the literature was completed to identify themes addressing sensemaking of mathematical equations in science. These themes were compiled into nine categories, four in the science sensemaking dimension and five in the mathematics sensemaking dimension. This framework will allow for comparison across studies on the teaching and learning of mathematical equations in science and thus help to advance our understanding of how students engage in sensemaking when solving quantitative problems as well as how instruction influences this sensemaking.

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Section: Sci-label Sensemakingmentioning

confidence: 99%

Section: Science Sensemakingmentioning

confidence: 99%

Section: Math-proceduresmentioning

confidence: 99%

Section: Math-conceptmentioning

confidence: 99%

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Development of the Sci-math Sensemaking Framework: categorizing sensemaking of mathematical equations in science

Zhao

Schuchardt

2021

IJ STEM Ed

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“…The study reported on here continues this line of research that has a special focus on the role of mathematics in physics teaching (cf. Hansson, Hansson, Juter, & Redfors, 2015Turşucu, Spandaw, Flipse, & de Vries, 2018). Mathematics is often spoken of as a necessity for physics; e.g., mathematics is the language of physics (Pask, 2003).…”

Section: Introduction and Theoretical Frameworkmentioning

confidence: 99%

Curriculum Emphases, Mathematics and Teaching Practices: Swedish Upper-Secondary Physics Teachers’ Views

Hansson

Juter

et al. 2020

Int J of Sci and Math Educ

Self Cite

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This article addresses physics teachers' views about physics teaching in uppersecondary school. Their views have been investigated nationwide through a webbased questionnaire. The questionnaire has been developed based on several published instruments and is part of an ongoing project on the role of mathematics in physics teaching at upper-secondary school. The selected part of the results from the analysis of the questionnaire reported on here cross-correlate physics teachers' views about aims of physics teaching with their view of physics classroom activities, and perceived hindrances in the teaching of physics. Three hundred seventy-nine teachers responded to the questionnaire (45% response rate). The result indicates that teachers with a high agreement with a Fundamental Physics curriculum emphasis regarded mathematics as a problem for physics teaching, whereas teachers with high agreement with the curriculum emphases Physics, Technology and Society or Knowledge Development in Physics did not do so. This means that teachers with a main focus on fundamental theories and concepts believe that mathematics is a problem to a higher extent than teachers with main focus on the role of physics in society and applied aspects or physics knowledge development do. Consequences for teaching and further research are discussed.

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Mathematics in Physics Education

Hansson¹,

Hansson

Juter³

et al. 2019

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the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Reality–Theoretical Models–Mathematics: A Ternary Perspective on Physics Lessons in Upper-Secondary School

Cited by 21 publications

References 25 publications

Development of the Sci-math Sensemaking Framework: categorizing sensemaking of mathematical equations in science

Development of the Sci-math Sensemaking Framework: categorizing sensemaking of mathematical equations in science

Curriculum Emphases, Mathematics and Teaching Practices: Swedish Upper-Secondary Physics Teachers’ Views

Mathematics in Physics Education

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